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# The Reading Forum

## Sitemaps

- [XML Sitemap](https://thereadingforum.com/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [Blog](https://thereadingforum.com/blog/)
- [Vocabulary Development: All Contexts are not Created Equal by Beck et al.](https://thereadingforum.com/vocabulary-development-beck/) - Although it may be true that the learning of new words is facilitated by some con- texts, it is not true that every context is an appropriate or effective instructional means for vocabulary development.
- [Motivating Students with Learning Disabilities to Read by Yan Wei, Louise Spear-Swerling, and Mia Mercurio](https://thereadingforum.com/motivating-students-learning-disabilites-read/) - This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read.
- [Empowering Students with Word Learning Strategies: Teach a Child to Fish by MIchael F. Graves et al.](https://thereadingforum.com/empowering-students-with-word-learning-strategies-teach-a-child-to-fish-by-michael-f-graves-et-al/) - a theory- and research-based set of procedures for teaching students to use word learning strategies to infer the meanings of unknown words.
- [How to Reach First-Grade Struggling Readers by Emily J. Solari et al.](https://thereadingforum.com/reach-first-grade-struggling-readers/) - Skills such as word decoding and listening comprehension develop simultaneously and should be taught as such, rather than in succession.
- [Supporting Reading Comprehension in the Upper Elementary Grades by Kristen L. McMaster and Panayiota Kendeou](https://thereadingforum.com/supporting-reading-comprehension-upper-elementary/) - We have argued that the seemingly intractable high rates of below-proficient levels of reading are likely due...to gaps between theory, empirical research, and practice.
- [Revisiting Reading Buddies to Support Multilingual Learners and Their Peers by Rebecca Silverman et al.](https://thereadingforum.com/revisiting-reading-buddies-silverman/) - A cross-age reading buddies program was designed to support the language and literacy of multilingual learners and their peers in kindergarten and fourth grade.
- [Beyond Questions by Molly F. Collins](https://thereadingforum.com/beyond-quiestions-reading-comprehension-preshcoolers-collins/) - This article explores opportunities to support preschoolers’ story comprehension and inferential thinking and shares outcomes from professional learning opportunities and examples from children’s literature.
- [Taking Stock of the Reading for Understanding Initiative](https://thereadingforum.com/taking-stock-reading-understanding-initiative/) - What rewards did we reap from the investment made by the Institute of Education Sciences in this focused effort to better understand and improve reading comprehension?
- [Teaching Reading for Understanding: Synthesis and Reflections on the Curriculum and Instruction Portfolio](https://thereadingforum.com/teaching-reading-for-understanding-synthesis-and-reflections-on-the-curriculum-and-instruction-portfolio/) - We now turn to the task of looking for trends, themes, insights, and implications for policy and practice.
- [The Discussion Web: A Graphic Aid for Learning across the Curriculum by Donna E. Alvermann](https://thereadingforum.com/discussion-web-alvermann/) - The Discussion Web is a special kind of graphic aid for teaching students fo look at both sides of an issue before drawing conclusions.
- [Using Collaborative Strategic Reading by Janette K. Klingner and Sharon Vaughn](https://thereadingforum.com/using-collaborative-strategic-reading/) - CSR is an excellent technique for teaching students reading comprehension and building vocabulary and working together cooperatively.
- [Helping Your Child Become a Reader by Donna Scanlon, Kimberly Anderson, et al.](https://thereadingforum.com/helping-your-child-become-reader/) - Learning to read and write is exciting for children. The goal of this booklet is to provide caregivers with some information about how they can help young learners become readers and writers.
- [The Nature and Development of Reading for Understanding by Gina N. Cervetti](https://thereadingforum.com/nature-development-reading-understanding/) - This chapter summarizes the work of the RfU teams as it relates to a better understanding of the nature and development of reading comprehension.
- [The Assessment of Reading for Understanding by Panayiota Kendeau](https://thereadingforum.com/assessment-reading-understanding/) - This chapter focuses primarily on the three main assessments developed by the assessment consortium.
- [Teaching Reading for Understanding: Summarizing the Curriculum and Instruction Work](https://thereadingforum.com/teaching-reading-understanding-summarizing/) - The five teams in the Reading for Understanding consortium pursued different but complementary goals regarding the related processes, components, and uses of comprehension.
- [The Scaffolded Reading Experience by Michael F. Graves and Bonnie B. Graves](https://thereadingforum.com/scaffolded-reading-experience-graves/) - How can teachers effectively help all students read, understand, and apply the ideas and information in the variety of texts they read? One way is to provide them with a Scaffolded Reading Experience.
- [Assisting Students Struggling with Reading - IES/WWC](https://thereadingforum.com/assisting-students-struggling-reading/) - This guide offers specific recommendations to help educators identify students in need of intervention and implement evidence-based interventions to promote their reading achievement.
- [Thinking Through Research and the Science of Reading by Elfrieda H. Hiebert](https://thereadingforum.com/thinking-through-research-science-reading-elfrieda-hiebert/) - The depth and breadth of the research on reading and the complexities of life in the classroom, especially when the variation among students is substantial, means answers are neither simple nor easily translated to practice.
- [The National Reading Panel Report: Practical Advice for Teachers by Tim Shanahan](https://thereadingforum.com/national-reading-panel-report-practical-advice-teachers/) - The purpose of this monograph is to try to summarize, explain, and provide advice for teachers about how to use the findings of the National Reading Panel Report.
- [Word Meaning Types Acquired Before vs. After Age 5 by Andrew Biemiller](https://thereadingforum.com/word-meaning-types/) - The practical significance of different word meaning types is relevant for encouraging larger vocabularies, especially for children who acquire significantly below-average size vocabularies. There is clear evidence that children with smaller vocabularies as early as age 5 or younger tend to comprehend read texts less well in later years.
- [An Update to Compiled ORF [Oral Reading Fluency] Norms by Jan Hasbrouck and Gerald Tindal](https://thereadingforum.com/update-compiled-orf-norms/) - This paper describes the origins of the widely used curriculum-based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time.
- [A Conversation with Pamela A. Mason - Classroom Caffeine Podcast](https://thereadingforum.com/conversation-pamela-mason-classroom-caffeine-podcast/) - Dr. Pamela A. Mason is known for her work studying the role of culturally sustaining pedagogy in promoting literacy achievement, the interaction of text complexity and background knowledge, qualitative and quantitative literacy assessment, and the efficacy of the roles of Reading Specialists and Literacy Coaches.
- [Scaffolding Expository Reading with Picture Books by Brittany Adams et al.](https://thereadingforum.com/scaffolding-expository-reading-picture-books/) - How can teachers prepare young learners for the language demands of content area texts? This article presents linguistically informed strategies to support young learners navigating informational texts.
- [Motivation and Engagement by Peter Afflerbach](https://thereadingforum.com/motivation-engagement-peter-afflerbach/) - In this chapter we examine motivation and engagement, the relationship between them, and how to foster both factors in our reading classrooms.
- [Does Text Complexity Matter in the Elementary Grades? by Steven J. Amendum, Kristin Conradi, and Elfrieda Hiebert](https://thereadingforum.com/does-text-complexity-matter-elementary-grades/) - Prompted by new standards for increased text complexity, the review investigates the relationships between text difficulty and reading fluency and comprehension.
- [A Schema-Theoretic View of Basic Processes in Reading Comprehension by Richard C. Anderson and P. David Pearson](https://thereadingforum.com/schema-theoretic-view-basic-processes-reading-comprehension/) - To say that one has comprehended a text is to say that she has found a mental "home" for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information.
- [Bringing the Rocket Science of Reading to All Students by Susan Neuman, Esther Quintero, and Kayla Reist](https://thereadingforum.com/bringing-rocket-science-reading-all-students/) - Our goal is to provide a granular and systematic description of states’ efforts to improve reading instruction. Our analysis aims to facilitate a factual and nuanced discussion about literacy improvement among a broad range of stakeholders, including policymakers, families, practitioners, and scholars.
- [Overview of Content-Oriented Reading Instruction (CORI) by John T. Guthrie, Angela McRae, and Susan Lutz Klauda](https://thereadingforum.com/overview-content-oriented-reading-instruction-cori/) - The primary aim of Concept-Oriented Reading Instruction (CORI) is to increase students’ comprehension in Grades 3 to 5 by increasing their reading engagement…[T]he reading goals include the following reading comprehension strategies: understanding the main idea, making inferences, monitoring comprehension, and using fix-up strategies for information and narrative texts. We included oral reading and fluency vocabulary as enabling competencies. Click
- [Getting the Discussion Started by Margaret G. McKeown and Isabel L. Beck](https://thereadingforum.com/getting-discussion-started-mckeown-beck/) - Although constructivism sounds deceptively simple in theory, many teachers encounter obstacles in creating constructivist classrooms. This constructivist approach to teaching literature gets students to do the talking and the thinking.
- [Explicit Instruction by Dana Robertson](https://thereadingforum.com/explicit-instruction-dana-robertson/) - When teachers adaptively use explicit instruction to engage their students with text, they weave together several important elements of effective instruction: scaffolds, engagement, knowledge building, and intensity through coherence and increased content coverage.
- [Helping Children with Significant Reading Problems by Sharon Vaughn and Jack M. Fletcher](https://thereadingforum.com/helping-children-significant-reading-problems-vaughn-fletcher/) - As you think about how to support your child’s reading development, the most important consideration is that they need as much time in reading and language arts instruction as possible.
- [The Development of Sight Vocabulary by Kimberly Anderson and Donna Scanlon](https://thereadingforum.com/development-sight-vocabulary/) - A critical question in early literacy instruction is how individuals transition from having little or no ability to read words to having the vast sight vocabulary that characterizes proficient readers.
- [Interactive Teaching to Promote Independent Learning from Text](https://thereadingforum.com/interactive-teaching-independent-learning-palincsar/) - Reciprocal teaching has been effectively implemented by teachers working in both small and large group settings, in a peer tutoring situation, in content area instruction, and most recently in listening comprehension instruction.
- [Teaching Reading Is More Than a Science: It’s Also an Art by Paige et al.](https://thereadingforum.com/teaching-reading-science-art-paige/) - The art of teaching acknowledges teachers’ judgment and its role in the critical decisions made by teachers regarding the SOR and the selection, preparation, delivery, and assessment of literacy activities within the social interactions of the classroom.
- [What Constitutes a Science of Reading Instruction? by Timothy Shanahan](https://thereadingforum.com/what-constitutes-science-of-reading-instruction-timothy-shanahan/) - One’s comfort with today’s science of reading seems to depend on which instructional approaches one advocates and what one is willing to accept as determinative evidence. [In] this article, I delve into the nature of the kind of evidence that should be the basis of a science of reading instruction.
- [Compare, Contrast, Comprehend by Mariam Jean Dreher and Jennifer Letcher Gray](https://thereadingforum.com/compare-contrast-comprehend-dreher-gray/) - In this article, we will explore ways to address these three issues when using the compare-contrast text structure with ELL students in the primary grades.
- [Learning the Code by Barbara R. Foorman](https://thereadingforum.com/learning-code-barbara-foorman/) - This chapter is about how English-speaking children learn to encode and decode their written language, that is, their alphabetic orthography. With the learning loss and growing achievement gap during the COVID-19 pandemic, this topic is highly significant in spite of decades of research and consensus reports documenting the compelling evidence for explicit and systematic teaching of the alphabetic code.
- [Designing Content-Area Text Sets [PDF] by William E. Lewis and John Z. Strong](https://thereadingforum.com/designing-content-area-text-sets-pdf-by-william-e-lewis-and-john-z-strong-copy/) - In this chapter we provide you with a framework for designing integrated sets of related texts that not only provide your students increased reading volume but also give them the critical background knowledge needed to make complex texts accessible.
- [Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5 [PDF] by John Z. Strong](https://thereadingforum.com/investigating-text-structure-intervention-reading-writing-john-strong/) - Reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage....Accumulated over time, they carry profound implications for the development of cognitive capabilities.
- [What Reading Does for the Mind by Anne E. Cunningham and Keith E. Stanovich](https://thereadingforum.com/what-reading-does-mind/) - Reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage....Accumulated over time, they carry profound implications for the development of cognitive capabilities.
- [Instructional Resources](https://thereadingforum.com/instructional-resources/) - Evidence Based Writing Practices Fear Not the Decodable: Why? When? How? Inference Galaxy Math & ELA Curriculum Bookworms ELA K-5 Curriculum WWC Practice Guide - RTI & MTI Primary Grades WWC Practice Guide - Foundational Skills K-3 (Reading for Understanding) World of Words SOLID Start - MSU COE UM Curriculum Resources Developing Talkers - CLI
- [Reading Above the Fray: Print Concepts by Julia B. Lindsey](https://thereadingforum.com/reading-above-fray-print-concepts/) - Knowledge about how print operates and how it holds meaning allows children...simple access to the wide world of written language.
- [A Meta-Analytic Review of Cognition and Reading Difficulties by Peng Peng et al.](https://thereadingforum.com/meta-analytic-review-cognition-reading-difficulties/) - RD are one of the frontier topics in educational research and practice. Tremendous efforts are being made in research and policy to understand the profiles of RD and to design more individualized remediation plans.
- [Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School by Tim Rasinski et al.](https://thereadingforum.com/impact-of-classroom-based-fluency/) - [S]tagnation in reading growth leads to a probable conclusion that instructional factors that promote early reading development are either missing or are receiving less-than-optimal emphases in many curricular reading programs.
- [Training Pediatric Residents in Literacy Promotion: Residency Directors' Perspectives by Joanna Elizabeth Kinney et al.](https://thereadingforum.com/training-pediatric-residents-literary-promotion/) - [W]e sought to gain insight into the current state of literacy promotion education in pediatric residency programs and the barriers faced in educating pediatric residents from the perspective of residency program directors.
- [Maximizing Access to Reading Intervention [PDF] by Katharine Pace Miles et al.](https://thereadingforum.com/maximizing-access-reading-intervention/) - The collaboration in this study serves as a model for how academics, and practitioners can join forces and leverage their expertise to reach more students.
- [Centering Language and Student Voice in Multilingual Literacy Instruction [PDF] by C. Patrick Proctor, Rebecca D. Silverman, and Renata Love Jones](https://thereadingforum.com/centering-language-student-voice-multilingual-literacy-instruction-pdf-by-c-patrick-proctor-rebecca-d-silverman-and-renata-love-jones/) - In this article, the authors draw from 3 years of intensive work with multilingual students and their teachers to describe four principles to guide multilingual literacy instruction.
- [Advancing Our Students' Language and Literacy by Marilyn Jager Adams](https://thereadingforum.com/advancing-our-students-language-literacy/) - If I were writing the headline for the next newspaper story on the SATs, here’s what you’d see: “Seniors and Their SAT Scores Sabotaged by Low-Level Textbooks.” The literacy level of our secondary students is languishing because the kids are not reading what they need to be reading.
- [Literacy Learning for Infants, Toddlers, & Preschoolers by Tanya S. Wright et al](https://thereadingforum.com/literacy-learning-for-infants-toddlers-preschoolers/) - From some of the foremost early literacy development experts in the field comes this practical resource for all educators of infants, toddlers, and preschoolers.
- [Teaching Reading: Development and Differentiation by Melanie R. Kuhn and Katherine A. Dougherty Stahl](https://thereadingforum.com/teaching-reading-development-differentiation/) - When it comes to teaching reading, we believe that many of the disputes surrounding best practices are the result of taking what is appropriate for some children and applying it to all learners.
- [Curriculum Associates: Putting Scientific Evidence to Work in Reading Instruction by D. Ray Reutzel](https://thereadingforum.com/curriculum-associates-putting-scientific-evidence-work-reading-instruction/) - The reading wars between proponents of phonics-based and other approaches designed to teach children to read have been around for many years.
- [Research Brief: Literacy Training for Inservice and Preservice K-2 Teachers[PDF]](https://thereadingforum.com/research-brief-literacy-training-inservice-preservice-k2-teachers/) - Schacheter and Piasta conducted a phenomenological study in which 20 preschool teachers participated in observations, planning interviews, and simulated recall interviews designed with the goal of understanding how the teachers used data to guide their students' language and literacy development.
- ["In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility" by P. David Pearson, Mary B. McVee, and Lynn E. Shanahan. [PDF]](https://thereadingforum.com/in-the-beginning/) - Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners.
- [Professional Resources](https://thereadingforum.com/professional-resources/) - Professional Resources for Reading Education for Educators and Parents.
- [Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches by Melanie Kuhn](https://thereadingforum.com/whole-class-small-group-fluency-instruction-tutorial/) - Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches by Melanie Kuhn
- [Understanding Shifts in Reading and Its Instruction by Steven A. Stahl](https://thereadingforum.com/understanding-shifts-reading-instruction/) - Outside of education, people view the shifts and swings of instruction with bemusement, if they do not have school-age children, or with alarm, if they do. In reading, we have swung from a whole word methodology to phonics to direct instruction to whole language, with various stops along the way, over the course of my lifetime.
- [Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade by Neuman et al.](https://thereadingforum.com/effectiveness-scaling-vocabulary-intervention-low-income-children/) - This study examines the effectiveness of scaling up a vocabulary intervention, pre-K–first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes.
- [The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading by Nell Duke and Kelly Cartwright](https://thereadingforum.com/science-reading-progresses-communicating-advances-beyond-simple-view-reading/) - The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.
- [Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction by Lesley Morrow, Ray Reutzel, and Heather Casey](https://thereadingforum.com/organization-management-olanguage-arts-teaching-classroom-environments-grouping-practices/) - A major concern of teachers is organization and management of their language arts programs. Teachers are able with appropriate professional development to integrate cutting-edge strategies into their literacy curriculum, but have a difficult time putting the different pieces of the program together in their school day.
- [Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities by Roddy Theobald et al.](https://thereadingforum.com/special-education-teacher-preparation-literacy-instructional-alignment-and-reading-achievement-for-students-with-high-incidence-disabilities-by-roddy-theobald-et-al/) - We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8.
- [Self-Regulated Strategy Development in Writing by Karen R. Harris and Steve Graham](https://thereadingforum.com/self-regulated-strategy-development-writing/) - Self-Regulated Strategy Development for writing can help everyone: teachers and students, with and without learning disabilities.
- [Texts, Texts, Texts: A Guide to Analyze Texts for Elementary Students by D. Ray Reutzel](https://thereadingforum.com/texts-texts-texts-guideanalyze-texts-elementary-students/) - In this article, we describe a text analysis proto- col, guide, or checklist, the Guide to Analyze Texts for Elementary Students (GATES), which teachers can use to examine complex texts for the purpose of determining instructional obstacles and affordances as part of standards-based reading instruction planning.
- [Coordinating Center for First-Grade Reading Instruction Programs by Guy L. Bond and Robert Dykstra](https://thereadingforum.com/coordinating-center-first-grade-reading-instruction-programs/) - The final report for the coordinated first-grade studies from the Office of Education is presented. The studies investigated the following — (1) to what extent pupil, teacher, class, school and community characteristics are related to first-grade reading and spelling achievement, (2) which approach to initial reading instruction produces superior reading and spelling achievement at the end of Grade 1, and (3) the effectiveness of any program for pupils with high or low reading readiness skills.
- [Landscape Report on Early Grade Literacy by Young-Suk Grace Kim et al.](https://thereadingforum.com/landscape-report-early-grade-literacy/) - This review substantiates the systematic and systemic nature of literacy education. Promoting successful early grade literacy instruction and acquisition requires evidence-based, empirically tested, and scientific approaches as well as efforts of stakeholders at multiple levels, from students, parents, teachers, community members, and leaders in the country.
- [What Teachers Are Taught About English and How It Impacts Readers: An Analysis of the Existing Research by Barbara C. Wheatley, Sarah M. Lupo, & Laura Tortorelli [PDF]](https://thereadingforum.com/what-teachers-are-taught-about-english/) - What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
- [Reading to Learn from the Start: The Power of Interactive Read-Alouds by Tanya S. Wright](https://thereadingforum.com/reading-to-learn-start-power-interactive-read-alouds/) - What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
- [Improving Reading Comprehension in Kindergarten through Third Grade](https://thereadingforum.com/improving-reading-comprehension-kindergarten-through-third-grade/) - What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
- ["When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?" [PDF] by Elfrieda H. Hiebert](https://thereadingforum.com/when-students-perform-below-basic-level-naep/) - When the National Assessment of Educational Progress in Reading (NAEP) results are published biennially, journalists and policymakers focus on the approximately third of a fourth-grade cohort who fail to attain the basic standard in reading comprehension. A legitimate concern is that these students do not have the literacy levels required for full participation in the global digital world of the 21st century. However, the attributions and claims of their literacy levels go far beyond this concern. . .
- [Paved for Success: Building Vocabulary and Language Development in Young Learners, Chapter 1 [PDF] by Claire E. Hamilton and Paula J. Schwanenflugel](https://thereadingforum.com/paved-for-success-building-vocabulary-language-development-in-young-learners-chapter-1-pdf-by-claire-e-hamilton-and-paula-j-schwanenflugel/) - This book is a guide for building a strong foundation for reading during the early childhood years. We have collaborated with classroom teachers to design clear, realistic, practical, and successful strategies that work in real classrooms with real teachers and real students.
- [The Word Nerds Project:  Findings from a Research-Practice Partnership Focused on Spelling Instruction[PDF] by Laura S. Tortorelli and Lori Bruner](https://thereadingforum.com/word-nerds-project/) - This paper describes the ‘Word Nerds’ project, a research–practice partnership consisting of two researchers from a large public university and 17 elementary teachers in seven school districts in the United States. The collaboration was formed to study variation in instructional practice among teachers using the Words Their Way programme and address teacher-generated questions related to how children learn to spell words.
- ["What Does Discussion Add to Reading for Conceptual Learning?" by Pei-Yu Marian Pan, Brian W. Miller, and Richard C. Anderson. [PDF]](https://thereadingforum.com/what-does-discussion-add-reading-conceptual-learning/) - Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams' "Beginning to Read: Thinking and Learning about Print" selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of useful, research-based information on beginning reading.
- ["Beginning To Read: Thinking and Learning about Print" by Marilyn Jager Adams. A Summary by Steven A. Stahl et al. [PDF]](https://thereadingforum.com/beginning-to-read-thinking-learning-about-print/) - Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams' "Beginning to Read: Thinking and Learning about Print" selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of useful, research-based information on beginning reading.
- [If You're Going to Write About the Science of Reading, Get Your Science Right by Daniel Willingham](https://thereadingforum.com/if-youre-going-to-write-about-science-reading/) - What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
- [Reading Engagement in Social Studies [PDF] by Ana Taboada Barber et al](https://thereadingforum.com/reading-engagement-social-studies/) - The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds.

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## Categories

- [Blog](https://thereadingforum.com/category/blog/)
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- [Classroom Resources](https://thereadingforum.com/category/classroom-resources/)
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## Tags

- [USAID](https://thereadingforum.com/tag/usaid/)
- [Early Grade Literacy](https://thereadingforum.com/tag/early-grade-literacy/)
- [Research](https://thereadingforum.com/tag/research/)
- [Vocabulary](https://thereadingforum.com/tag/vocabulary/)
- [Fluency](https://thereadingforum.com/tag/fluency/)
- [Instruction](https://thereadingforum.com/tag/instruction/)
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- [reading difficulties](https://thereadingforum.com/tag/reading-difficulties/)
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- [Literacy](https://thereadingforum.com/tag/literacy/)
- [Pediatric Residency](https://thereadingforum.com/tag/pediatric-residency/)
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- [struggling readers](https://thereadingforum.com/tag/struggling-readers/)
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- [Common Core](https://thereadingforum.com/tag/common-core/)
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- [emergent literacy](https://thereadingforum.com/tag/emergent-literacy/)
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- [text structure](https://thereadingforum.com/tag/text-structure/)
- [reading research](https://thereadingforum.com/tag/reading-research/)
- [middle grade research](https://thereadingforum.com/tag/middle-grade-research/)
- [reading instruction](https://thereadingforum.com/tag/reading-instruction/)
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- [elementary literacy](https://thereadingforum.com/tag/elementary-literacy/)
- [elementary research](https://thereadingforum.com/tag/elementary-research/)
- [text structures](https://thereadingforum.com/tag/text-structures/)
- [decoding](https://thereadingforum.com/tag/decoding/)
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